Ryan P Bowles
Biographic Data
| ID | 225215 |
|---|---|
| NAME | Ryan P Bowles |
| GIVEN NAMES | Ryan P |
| FAMILY NAME | Bowles |
| SIGNATURE | BOWLES R P |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0001-6705-8416 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 171 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Assessing Early Writing in Preschool
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
Within-group variability in communication style among caregivers and its relation to the language abilities of Wolof-learning toddlers in Senegal
Studies of caregiver-child interactions in Western societies show that face-to-face communication, including verbal engagement and gaze, support child language outcomes. Ethnographic studies in agrarian non-Western communities, including in Africa, show that these face-to-face behaviors with children occur infrequently, with parents relying more on nonverbal and physical communication. However, observed cross-cultural differences in parenting sty…
Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment
Background The current study examined whether the home literacy environment (HLE) has the same meaning and predictive value for children with and without speech and/or language impairment. Methods Parents reported on their HLE for children with typical development ( n = 811) and those with speech and/or language impairment (S/LI, n = 235). All children were between 3 and 6 years of age. Children's letter–name knowledge, letter–sound knowledge and…
Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families
Development and validation of the housing instability scale
Despite increasing attention to the importance of examining factors that impact housing instability and homelessness, the field lacks a validated scale of housing instability. The current study examined the reliability and validity of a seven-item scale that measures housing instability. Data were taken from a larger study which implemented the Domestic Violence Housing First model across five domestic violence agencies in the Pacific Northwest. …
Development and Validation of the Online Sexual Objectification Experiences Scale Among College Women
In this study, we developed and psychometrically evaluated the Online Sexual Objectification Experiences Scale (OSOES). We collected data from 816 emerging adult college women across two samples. Exploratory and confirmatory factor analyses revealed three factors: Unwanted Sexual Advances (example item: “How often have you received unwanted messages online asking about your sexual experience?”), Negative Appearance Commentary (example item: “How …
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Study length, change process separability, parameter estimation, and model evaluation in hybrid autoregressive-latent growth structural equation models for longitudinal data
Hybrid autoregressive-latent growth structural equation models for longitudinal data represent a synthesis of the autoregressive and latent growth modeling frameworks. Although these models are conceptually powerful, in practice they may struggle to separate autoregressive and growth-related processes during estimation. This confounding of change processes may, in turn, increase the risk of the models producing deceptively compelling results (i.e…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Profiles of teacher & child talk during early childhood classroom shared book reading
The Head-Toes-Knees-Shoulders Revised (HTKS-R)
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families
Longitudinal Changes Among Latino/a Immigrant Parental Acculturation and Extra-Familial Immigration-Related Stress
Foreign-born Latino/a immigrants currently make up 12.9% of the total U.S. population. Latino/a immigrants continue to be exposed to widespread health and mental health care disparities. Scholarship focused on the needs of Latino/a immigrants continues to be characterized by multiple gaps. Latino/a immigrants and their families, particularly those with low family annual incomes, are exposed to multiple types of immigration-related stress. However…
Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy
Rasch Analysis of the Revised Dyadic Adjustment Scale (RDAS) with Military Couples
Teachers’ use of questions during shared book reading
Misspecification in Latent Change Score Models
Latent change score models (LCS) are conceptually powerful tools for analyzing longitudinal data (McArdle & Hamagami, 2001). However, applications of these models typically include constraints on key parameters over time. Although practically useful, strict invariance over time in these parameters is unlikely in real data. This study investigates the robustness of LCS when invariance over time is incorrectly imposed on key change-related paramete…
Model Fit and Item Factor Analysis
In exploratory item factor analysis (IFA), researchers may use model fit statistics and commonly invoked fit thresholds to help determine the dimensionality of an assessment. However, these indices and thresholds may mislead as they were developed in a confirmatory framework for models with continuous, not categorical, indicators. The present study used Monte Carlo simulation methods to investigate the ability of popular model fit statistics (chi…
Self-regulation and the development of literacy and language achievement from preschool through second grade
Family context and children’s early literacy skills
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
Predictors of early growth in academic achievement
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic ac…
Reexamining epilepsy-associated stigma
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
A scalable tool for assessing children's language abilities within a narrative context
How Lesbian and Heterosexual Parents Convey Attitudes about Gender to their Children
School readiness among children with varying histories of language difficulties
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected…
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
Teachers’ use of questions during shared book reading
The contributions of parental management language to executive function in preschool children
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Self-regulation and the development of literacy and language achievement from preschool through second grade
A Structural Factor Analysis of Vocabulary Knowledge and Relations to Age
Vocabulary knowledge may not be a unidimensional construct, and the relations between vocabulary knowledge and age may depend on the aspect of vocabulary knowledge being assessed. In this study, we examined the factor structure of a vocabulary test given to a large nationally representative sample of individuals (N approximately 20,500). Results indicated that the vocabulary test is not unidimensional but bidimensional, with Basic Vocabulary and …
The Head-Toes-Knees-Shoulders Revised (HTKS-R)
Development and Validation of the Online Sexual Objectification Experiences Scale Among College Women
In this study, we developed and psychometrically evaluated the Online Sexual Objectification Experiences Scale (OSOES). We collected data from 816 emerging adult college women across two samples. Exploratory and confirmatory factor analyses revealed three factors: Unwanted Sexual Advances (example item: “How often have you received unwanted messages online asking about your sexual experience?”), Negative Appearance Commentary (example item: “How …
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Family context and children’s early literacy skills
Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Profiles of teacher & child talk during early childhood classroom shared book reading
Longitudinal Changes Among Latino/a Immigrant Parental Acculturation and Extra-Familial Immigration-Related Stress
Foreign-born Latino/a immigrants currently make up 12.9% of the total U.S. population. Latino/a immigrants continue to be exposed to widespread health and mental health care disparities. Scholarship focused on the needs of Latino/a immigrants continues to be characterized by multiple gaps. Latino/a immigrants and their families, particularly those with low family annual incomes, are exposed to multiple types of immigration-related stress. However…
Rasch Analysis of the Revised Dyadic Adjustment Scale (RDAS) with Military Couples
A Structural Factor Analysis of Vocabulary Knowledge and Relations to Age
Vocabulary knowledge may not be a unidimensional construct, and the relations between vocabulary knowledge and age may depend on the aspect of vocabulary knowledge being assessed. In this study, we examined the factor structure of a vocabulary test given to a large nationally representative sample of individuals (N approximately 20,500). Results indicated that the vocabulary test is not unidimensional but bidimensional, with Basic Vocabulary and …
How Lesbian and Heterosexual Parents Convey Attitudes about Gender to their Children
A scalable tool for assessing children's language abilities within a narrative context
School readiness among children with varying histories of language difficulties
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected…
The contributions of parental management language to executive function in preschool children
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Predictors of early growth in academic achievement
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic ac…
Reexamining epilepsy-associated stigma
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
Family context and children’s early literacy skills
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
Misspecification in Latent Change Score Models
Latent change score models (LCS) are conceptually powerful tools for analyzing longitudinal data (McArdle & Hamagami, 2001). However, applications of these models typically include constraints on key parameters over time. Although practically useful, strict invariance over time in these parameters is unlikely in real data. This study investigates the robustness of LCS when invariance over time is incorrectly imposed on key change-related paramete…
Model Fit and Item Factor Analysis
In exploratory item factor analysis (IFA), researchers may use model fit statistics and commonly invoked fit thresholds to help determine the dimensionality of an assessment. However, these indices and thresholds may mislead as they were developed in a confirmatory framework for models with continuous, not categorical, indicators. The present study used Monte Carlo simulation methods to investigate the ability of popular model fit statistics (chi…
Self-regulation and the development of literacy and language achievement from preschool through second grade
Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy
Rasch Analysis of the Revised Dyadic Adjustment Scale (RDAS) with Military Couples
Teachers’ use of questions during shared book reading
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families
Longitudinal Changes Among Latino/a Immigrant Parental Acculturation and Extra-Familial Immigration-Related Stress
Foreign-born Latino/a immigrants currently make up 12.9% of the total U.S. population. Latino/a immigrants continue to be exposed to widespread health and mental health care disparities. Scholarship focused on the needs of Latino/a immigrants continues to be characterized by multiple gaps. Latino/a immigrants and their families, particularly those with low family annual incomes, are exposed to multiple types of immigration-related stress. However…
Study length, change process separability, parameter estimation, and model evaluation in hybrid autoregressive-latent growth structural equation models for longitudinal data
Hybrid autoregressive-latent growth structural equation models for longitudinal data represent a synthesis of the autoregressive and latent growth modeling frameworks. Although these models are conceptually powerful, in practice they may struggle to separate autoregressive and growth-related processes during estimation. This confounding of change processes may, in turn, increase the risk of the models producing deceptively compelling results (i.e…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Profiles of teacher & child talk during early childhood classroom shared book reading
The Head-Toes-Knees-Shoulders Revised (HTKS-R)
Psychology (29 works) · Developmental psychology (25 works) · Early Childhood Education and Development (13 works) · Computer Science (12 works) · Reading and Literacy Development (10 works) · Linguistics (9 works) · Literacy (9 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Mathematics education (8 works) · Child Development and Digital Technology (7 works)